Monday, September 10, 2007

The teacher's form for Erik's assessment...

We just got back the forms from Erik's teacher for his assessment for behavioural issues. This was the teacher who said in his opinion (his expert medical opinion, NOT), we were barking up the wrong tree and Erik didn't have any kind of medical issue, like ADHD... He was actually very firm on this point, he felt Erik knew the rules and actively chose not to follow them, rather than Erik having impulse control issues.

Anyway, I asked him to fill the form in as honestly as possible and to saying whatever he believed on reflection to be true...

The first lot of questions I looked over made me laugh out loud... There were four questions about Erik's level of learning and his enjoyment in class, and the teacher had to reply:

1 = much less (than peers)

2 = somewhat less

3 = slightly less

4 = about average

5 = slightly more

6 = somewhat more

7 = much more

Q1. How hard is he'she working : A = 2Q2. How appropriate is he/she behaving : A = 1Q3. How much is he/she learning : A = 4Q4. How happy is he/she : A = 6

Rofl, so to summise, while Erik isn't working very hard, or behaving very well at school, he's still learning as much as the average child in the class, and is VERY happy, hahahaha!

Meanwhile, in another part of the form, where a number of behaviours are listed and then rate:

0 = Not true1 = Somewhat or Sometimes true2 = Very true or Often true

The behaviours for which the teacher rated 2 were:

Can't concentrate, can't pay attention for longCan't sit still, restless, or hyperactiveCruelty, bullying or meanness to others (wow, really?)Demands a lot of attentionDisabedient at schoolDisturbs other pupilsBreaks school rulesImpulsive or acts without thinkingLying or cheatingPhysically attacks peopleDisrupts class disciplineBehaves irresponsibly (described as: stealing, hitting, lying]Shows off or clowningExplosive or unpredictable behaviour (on another part of the form he said Erik did not have temper outbursts, so I'm guessing that this refers more to the unpredictable behaviour bit)Inattentive or easily distractedStealsStrange behaviour (described as: kissing girls)Talks too muchTeases a lot

The behaviours rated 1 were:

Acts too young for his ageHums or makes other odd noises in classArgues a lotFails to finish things he startsCan't get his mind off certain thoughs/obsessions (he failed to descibed what though)Confused or seems to be in a fogFidgetsDaydreams or gets lost in his thoughtDistroys this own thingsDestroys property belonging to othersDifficulty following directionsDoesn't get along with other pupilsEasily jealousFears he might think or do something badFeels others are out to get himGets in many fightsGets teased a lotHangs around with others who get in troubleBites fingernailsNervous, highstrung, tenseNervous movements or twitching (described as: during class discussion when lying)Not liked by other pupilsHas difficulty learningTalks out of turnPicks nose, skins, other parts of bodyApathetic and unmotivatedPoor school workPoorly co-ordinated or clumsyPrefers being with younger childrenScreams a lotSecretive, keeps things to selfMessy workToo shy or timidStares blanklyStrange ideas (failed to describe)Stubborn, sullen or irretableSudden changes in moods or feelingsSuspiciousUnderacheiving, not working up to potentialTemper tantrums or hot temperThreatens peopleFails to carry out assigned tasksUnusually loudIs afraid of making mistakesWhiningWorries

Behaviour rated 0:

There is very little he enjoysDefiant, talks back to staffBragging, boastingClinging to adults or too dependentComplains of lonelinessCries a lotDeliberately harms self or attempts suicideDoesn't seem to feel guilty after misbehavingFears certain animals, places, or situations other than schoolFears going to schoolFeels he has to be perfectFeels or complains that no one loves himFeels worthless or inferiorGets hurt a lot, accident proneHears sounds or voices that aren't thereWould rather be alone than with othersOverconforms to rulesToo fearful or anxiousFeels dizzy or lightheadedFeels too guiltyOvertired without good reasonOverweightAches or painsHeadachesNausea, feels sickEye problemsRashes or other skin problems (He obviously hadn't noticed Erik has psoriasis)Stomach achesVomiting, throwing upSleeps in classPrefers being with older children or youthsRefuses to talkRepeats certain acts over and over; compulsionsSees things that aren't thereSelf-conscious or easily embarrassedDemands must be met immediately, easily frustratedSpeech problemFeels hurt when criticizedStores up too many things he doesn't needSulks a lotSwearing or obscene languageTalks about killing selfSeems preoccupied with sexTardy to school or classSmokes, chews or sniffs tobacco (yes, this is really on the list!)Truancy or unexplained absenceUnhappy, sad or depressedUses alcohol or drugs for nonmedical purposesOverly anxious to pleaseDislikes schoolUnclean personal appearanceWithdrawn, doesn't get involved with others

This guy was telling me on FRIDAY that Erik doesn't have ADD because he can sit still in class, and then he contradicts himself with this form, on this part of the form he says Erik sometimes speaks out of turn, but on another part of the test he says it's completely untrue that Erik interrupts or intrudes on others conversations...

Anyway, there are a number of things Dave and I will mark differently to him (oh and he claims to have known Erik for 3 months, at 30 hours a week, but he's only been his class teacher since the middle of July! That's not three months!

On the ADHD list, I'll compare his results to our, ours I'll put in parentheses():

Fails to give close attention to details or makes careless mistakes in schoolwork - sometimes(often)

Fidgets with hands and feet and squirms in seat - sometimes(very often)

Has difficulty sustaning attention in tasks and play activities - often(very often)

Leaves seat in classroom or in other situations in which remaining seated is expected - sometimes(very often)

Does not seem to listen when spoken to directly - sometimes(very often)

Runs about or climbs excessively in situations in which it is inappropriate - never or rarely(??? - VERY often)

Does not follow through on instructions and fails to finish work - sometimes(often)

Has difficulty playing or engaing in leisure activities quietly - often(very often)

Loses things necessary for tasks and activities - never or rarely(very often)

Blurts out answers before questions have been completed - never or rarely(often)

Is easily distracted - often(very often)

Has difficulty awaiting turn - sometimes - (very often)

Is forgetful in daily activities - never or rarely(very often)

Interrupts or intrudes on others - sometimes(very often)

I found it interesting that the things he claims never or rarely happening are the things we seems to find happen very often, like losing things, Erik loses stuff EVERY DAY at school, his jacket, his hat, his bag! But I guess the teacher never sees that. Come to think of it, I don't think there is much opportunity for Erik to lose anything in class, because he's not responsible for anything there!

4 comments:

DO you think maybe being such a comprehensive list that the teacher got towards the end and just slotted in the numbers?

Hugs I know you already knew what questions needed to be answered but reading a few of those things about your own son must be difficult too. I hope this all helps and gives you and Dave some clarity and maybe answers about how to approach this behaviour :)

It is realy interesting how you and the teacher have totally opposing views on some of this stuff, like at the very end of you list just there...that would be worth exploring (assuming it is more than simply teacher not noticing, but that may be it?)It does look like they are trying to do a comprehensive assessment, I hope it does help you sort out how to deal with some of Eric's behaviours.

What odd results from the teacher... sometimes I wonder how much they can notice really and remember given the number of students in their classes. It's a lot just to be fully aware of one or two students and the in's and out's of their days, let alone twenty or thirty, especially if they're feeling a bit short on resources. I wonder if some of it mightn't also be influenced by the fact he believes it is an NOT ADD/processing/integrating/impulse control issue, even if only on a subconcious level? Wishing you lots of strength, it's not easy to confront things we might want to hear (to find out, to see if it's what we think it might be, to find a way to help etc) and don't want to hear because, well, it's your baby... no one wants to hear anything upsetting about them yk?

About Me

Writer At the Bottom of the Garden. I'm a 40 year old mum to four boys, married to an architypical "Grumpy Old Man" and living in Melbourne, Australia. Writing is my passion (and the thorn in my side, as well). I tend to think too much and then spew forth my thoughts like a Jackson Pollock painting. So, don't stand too close :).